National System and the Connection with AQRF 2. National - - PowerPoint PPT Presentation

“Flexible Education and ASEAN

Qualifications Reference Framework (ASEAN Context)”

Zita Mohd Fahmi Fellow QA Specialist Malaysian Qualifications Agency

2016 MQA& IQA International Seminar, Kuala Lumpur Malaysia

The Main Frame-Flexible Education in the National System and the Connection with AQRF

• Programmes
• Design and delivery (includes

flexible learning (mode)

• Benefit of Flexible learning
• Learners/Providers /institutions
• Employers/industry
• Fragmented approaches, or broad

ministerial policies and guidelines

• Generally part of Lifelong learning

and APEL

• 1. Higher Education

sector and providers Learners

• Legal framework for institutions
• Approval & Quality assurance of

providers/programmes

• Certifications and qualifications

against the national qualifications framework-full, partial or credit bearing

• Learning outcomes
• Recognition
• 2. National

Qualifications System/ Quality system

• ASEAN Single community
• Alignment of NQF to AQRF
• Robust acceptable quality assurance

systems

• Generally full qualifications – academic,

vocational /occupations/professional

• Facilitate recognition under MRA or

MRAs

• Free movement f skilled workers and

professional services

• 3. ASEAN Qualifications

Reference Framework

ASEAN Quality Assurance Framework

Flexible “Education”

• A set of educational philosophies and systems

concerned with providing learners with increased choice, convenience and personalisation to suit their particular learning needs

• It supports policy for improved learning & widening

participation which will lead to knowledge based society and economy workers

• A fragmented scenario. Is there a national strategy

and appropriate framework for flexible learning?

Flexible Learning

• Learners have access to learning experience – time , place, pace, learning style, content assessment and

pathways

• Even now higher education providers apply different method to provide flexibility
• Flexible
• delivery – various - technologically drive,
• use various type of mediated instruction traditional and non traditional
• Course structure, content teaching and learning methods interaction and assessment
• Time and place
• Different pace
• Entry requirements- multiple entry /exit points
• Multi mode delivery-style
• Credit or non credit bearing-inter-institutional exchanges
• Modularised- supermarket
• Course level pathways (content & assessment )
• Pathways (degree component)

“Learning”

Open learning Blended learning Modular Short courses E-learning Net provider MOOCS Self directed learning Student centered learning Open & Distance learning

Learning-

formal, informal, non-formal by Higher Educations Providers / Alternate Providers

Work-based learning Recognition of prior learning/training Customised company training Full time part time Accelerated and de- accelerated Mobile learning Learners Education Providers Regulators Accreditors EQAA Industry players Users of certifications and qualifications Academic / skill learning

Demand and Supply for flexible learning

• Demands from “learners” for

personal development – skills or qualifications in step with modern economy

• Learners-local and global-have

access to HE &training

• technology/center
• Demand from workers-variety of

learning needs

• Demand from employers
• National promotion
• Generally provided by HEP
• HEPs optimised and capitalised on offerings

through flexible learning offerings - certifications or qualifications

• Variety of other providers of learning-IT
• National policies to widen access & choices

for different sectors-and lifelong learning – upgrading and upskilling

• Malaysian- promoting globalised on-line

learning and liifelong learning Defined scope of MOOC and APEL to ensure value and recognition of learning achievement s

Learning achievements of FL: integrity, value & recognition

Integrity of learning and awards - there must be some “conditions of flexibility” to ensure integrity and quality of learning especially when it leads to a certification or a qualification Importance of Quality assurance is required for flexible learning requirements qualifications– by whom? Building zone of trust Does it relate to learning outcomes and objectives and philosophy of National Qualifications Framework , -delivery of programme, access and progression t? LLL? Recognition- Does recognition matter? By whom? At national and across border ?

Flexible Learning, National Qualifications Framework and ASEAN Qualifications Reference Framework

ASEAN context: AEC

• Formed in 1967
• ASEAN Economic Community: single market and

production base for better economic opportunities;

• Vibrant market of 600 million people
• Combined GDP of nearly $3Trillion USD by 2025 and
• Closer integration could lift aggregate output by 7% and generate 14M

additional jobs

• Going global in trade
• Goal: to continuously build complementary physical and

human infrastructure to enhance the competitiveness of AEC

ASEAN context: ASCC

• ASEAN Socio Cultural Community: Education Work

Plan

• GOAL: to strengthen, deepen and widening

educational cooperation among the ASEAN Member States, ASEAN Dialogue Partners as well as other regional platforms on education to achieve an ASEAN Sharing and Caring Community

Status and development of AQRF

Status:

• Developed under Economic Cooperation Project with AANZFTA
• AQRF and Governance/Structure endorsed by the Ministers of Finance, Education and

Labor;

• AQRF Committee (the Referencing Committee) to be constituted by October 2016
• Indonesia, Malaysia, Philippines and Thailand with expressed intention to reference their

National Qualifications Framework by 2018;

• Formation of AQRF governing body

Implementation

• Preferably a national qualifications framework in place-levels, learning outcomes and

descriptors

• A robust quality assurance system at national levels –compatible to

recognised regional quality assurance framework –AQAF and others

• National NQF self referencing to AQRF

Purposes of AQRF

• To enhance quality of education and training
• To enable comparisons of qualifications across countries that

will:

• To support recognition of qualifications
• To facilitate lifelong learning
• To promote worker mobility
• To promote and encourage credit transfer and learner mobility

ASEAN Qualifications Reference Framework

• Enables comparison of qualifications across

AMS;

• Addresses education and training sectors that

incorporates informal, non-formal and formal learning and promotes lifelong learning;

• Provides a common spine of levels to which all

NQFs relate

• Broadens the understanding of the national

qualifications systems of ASEAN Member States for people from other ASEAN countries and from outside the ASEAN region.

Country A AQRF Country B

8 1 2 3 4 5 6 7 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7

A common reference framework or translation device that

Implementation Process

Preferably a national qualifications framework in place A robust quality assurance system at national levels – compatible to recognised regional quality assurance framework - AQAF Information system National NQF self referencing to AQRF Acceptance of self referencing report

Pre requisites Are your qualifications accredited? Voluntary Formal Notification intend to perform referencing Submission of report

ASEAN Quality Assurance Framework developed by ASEAN Quality Assurance Network- 4 interconnected quadrants

• 1. External Quality

Assurance Agency

• 2. EQA policies, standards &

processes

• 3. Institutional Quality

Assurance System National Qualifications Framework

ASEAN Qualifications Reference Framework

• ASEAN Economic Blue Print 2007- mobility of services

and free movement of skilled workers

• Cha-am Hua Declaration Roadmap2009-15
• Australia- New Zealand- ASEAN FTA (AANZFTA) ECWP
• 2012-2015 AANZFTA Consultants and Task force

(ASEAN)

• Mobility of worker, students and services
• 2015 AQRF endorsed by the Economic, Labor a and ,

Education Ministers

• ASEAN Quality Assurance Network (AQAN,2008)
• Mobility of worker, students and services
• SEAMEO RIHED - 2008 Meeting - The Roadmap to

Harmonisation of Higher Education Area

• ASEAN Quality Assurance Framework (AQAF, 2014)
• 2016 KL Declaration for Harmonisation in Higher

Education/TVET

Selected initiatives to enhance comparability of qualifications and mobility of Students & Workers in the ASEAN region “An ASIAN Bologna Process

ASEAN Quality Assurance Framework (AQAF) (Education) ASEAN competency-based occupational standards Skills Recognition System – e.g. T

• urism Skills

Standards Mobility (Economic /Trade)

Mutual Recognition Agreement for professional services

Status of ASEAN NQFs [source: BATEMAN And coles. EU SHARE RePort, 2016]

• 1. No intent
• 2. Desired but no progress made
• 3. Background planning underway
• 4. Initial development and design

completed

• 5. Some structures and processes

agreed and documented

• 6. Some structures and processes

established and operational

• 7. Structures and processes

established for 5 years

• 8. Review of structures and processes

proposed or underway.

Source: Bateman, Keating, Burke, Coles & Vickers (Vol IV, 2012) based on a scale developed by James Keevy, Borhene Chakroun & Arjen Deij (2010).

EQAA

BDNAC ACC NAAHE QAC MQA Dev CHED+5 NPE ONESQA GDETA/N QA Center

Some Development and Challenges – National and ASEAN

• At national level flexible learning is important, to be recognised and quality

assured

• ASEAN respect for diversity and difference
• On-going reforms at national level to address structure of education and

training provisions-different stages

• The challenges in developing -
• Robust quality assurances systems –policy, administrative and resources to build

zone of trust

• A working national qualifications frameworks and various types standards-consensus
• Alignment to AQRF
• Enhancing understanding and addressing clarification of links of AQAF,

MRAs and AQRF

Terima Kasih (TQ) Zita

zitafahmi.mqa@1govuc.gov.my